MOUNTAIN VIEW COLLEGE ACADEMY

Valencia City, Bukidnon

SENIOR HIGH SCHOOL RESEARCH GUIDELINES

Prepared by:
 TABLE OF CONTENTS

I. List of Advisers, Editors, and Statisticians

II. Duties and Responsibilities
III. Research Output Format
IV. Research Template for Qualitative Research
V. Research Template for Quantitative Research
VI. Research Template for Inquiries, Investigations and Immersion
VII. Rubrics
 LIST OF ADVISERS, EDITORS, AND STATISCIANS

TRACK/STRAND ADVISERS EDITORS STATISTICIAN

STEM Erfigen Basagan Liel Gem Pondara
Debwinstar Mojica
Rod Jean Claire Dullano
Sophie Dianne Nianga
Joeffrey Pueblo
Annamarie Casing
Dale Dariagan
Neal Realson Jimenez
ABM Rochel Clyde Fernando Erfigen Basagan
Lybertine Joy Marco
HUMSS Donnovan Magsacay Andrea Sue Basagan
Dwight Kenji Madriaga

DUTIES AND RESPONSIBILITIES

A. Advisers
a. Conducts consultations at least once a week.
b. Guides the researchers in the conduct of the study
c. Protects the researchers’ integrity.
d. Provides inputs for the improvement of the paper.
e. Assumes responsibility on the appropriateness of the research design, format
and style for the research report.
B. Editors
a. Checks grammar and other technicalities of the research paper
b. Conducts consultations at least once a week.
c. Make sure that the paper is ready for the panelists for evaluation.
C. Statistician
a. Conducts consultation at least once a week.
b. Guides the researchers in the appropriate methodology for the study.
c. Helps researchers in the treatment and interpretation of research data
 RESEARCH OUTPUT FORMAT
(Based on APA format)

A. Title Page
a. Bold, uppercase letters following an inverted pyramid form for the tile
b. Title should not exceed 12 words
c. The title should be a concise statement of what the reader will find in the paper.
d. Single spacing
e. Place at center the full title of the paper and other information in the title page
B. Abstract
a. Place at center the word ABSTRACT
b. Do not indent the first line
c. Must not exceed 300 words
d. Single spacing
e. The abstract should briefly summarized the research. It must contain the purpose
of the study, the method, the sample, findings, and recommendation.
f. Keywords must be placed after the abstract and must not contain more than 5
words.
C. Body
a. All chapter titles should be centered and should be in bold capital letters.
b. The top margin for every first page of the chapter must be 2”.
c. Subtitles in every chapter should not be indented. Use bold lowercase letters for
subtitles.
d. Insert page numbers at the upper right corner of the paper
e. Use Times New Roman Font size 12
f. Double spaced between all lines in every paragraph
g. Left alignment is used
D. List of References
a. References start with a new page and place at center the word REFERENCES
b. References must be written in alphabetical order
c. Double spacing is used
d. The first line at every entry is flushed left. Succeeding lines is indented.
E. Others
a. The margins are as follows: left – 1.5”; right, top, bottom – 1”
 RESEARCH TEMPLATE FOR PRACTICAL RESEARCH 2
(For Grade 12)
Note: Have this accomplish by the quantitative teachers
 RESEARCH TEMPLATE FOR PRACTICAL RESEARCH 2
(For Grade 12)

A. Chapter 1: INTRODUCTION
a. Background of the Study
b. Statement of the problem
c. Significance of the
d. Scope and Delimitation
e. Definition of Terms
B. Chapter 2: THEORETICAL FRAMEWORK
a. Review of Related Literature
b. Conceptual Framework
c. Researcher Hypothesis
C. Chapter 3: METHODOLOGY
a. Research Design
b. Sample
c. Instruments
d. Intervention <for experimental researches>
e. Data Collection Procedure
f. Plan for Data Analysis
D. Chapter 4: PRESENTATION AND ANALYSIS OF DATA
E. Chapter 5: CONCLUSIONS AND RECOMMENDATIONS
RESEARCH TITLE IN BOLD, UPPERCASE LETTERS
FOLLOWING AN INVERTED PYRAMID FORM
NOT EXCEEDING 12 WORD

A Research Paper
Presented to the Faculty of Mountain View College Academy
Valencia City, Bukidnon

In partial fulfillment of the requirements in

Practical Research 2 (Quantitative Research)

Lastname, Firstname MI
Lastname, Firstname MI
Grade 12 – STEM

Firstname MI Lastname, LPT

Research Adviser

Date of Completion
 ABSTRACT

Not more than three hundered words, single-spaced

Keyword: abstract, research

<end of page>

ACKNOWLEDGMENT
<end of page>

TABLE OF CONTENTS
<end of page>

Chapter 1

INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes the

background of the study, the statement of the problem, significance of the study, and the

scope and delimitation of the study.

Background of the Study

This is the description that leads the reader to understanding the research

questions and appreciate why they are asked (Creswell, 2013).

Statement of the Problem

This section contains the purpose statement and the research questions.

Significance of the Study

Determines the audience who will benefit from a study of the problem and

explains how exactly will the results be significant to them.

Scope and Delimitation

This presents the coverage of the research in terms of location, time, respondents,

etc. and the potential weaknesses or problems with the study identified by the researcher.
Definition of Terms

Variables and sub-variables or values in conceptual framework are defined,

except very common variables like grade level, gender, school type where the values are

indicated in the framework itself.

<end of chapter and page>

Chapter 2

THEORETICAL FRAMEWORK

This chapter of the paper presents the review of related literature, the conceptual

framework, the researcher hypotheses, and the definition of terms.

Review of Related Literature

This is a written summary of journal articles, books, and other documents that

describes the past and current state of information on the topic of your research study.

Conceptual Framework

This is a diagram that connects variables of the study with lines (correlations) or

arrows (cause-effect relationships).

Research Hypotheses

A hypothesis is a prediction of the possible outcomes of a study (Fraenkel &

Wallen, 2009).

Hypotheses are statements in quantitative research in which the investigator

makes a prediction or a conjecture about the outcome of a relationship among attributes

or characteristics (Creswell, 2012).

<end of chapter and page>

 Chapter 3

METHODOLOGY

This chapter includes the research design, the sample, the instruments, the intervention

(if research is experimental), the data collection procedure, and the plan for data analysis

Research Design

Research designs are the specific procedures involved in the research process:

sampling, data collection, and data analysis.

The Sample

The first step leading to the process of collecting quantitative data is to identify

the people and places you plan to study. This involves determining which group of

people will you study, who, specifically, these people are, and how many of them you

will need to involve.

The Instruments

This refers to the questionnaire or data gathering tool to be constructed, validated,

and administered (Creswell, 2012).

Intervention <for experimental researches>

Clearly and completely describe how the intervention will be implemented, such

that the reader can replicate the intervention. Describe what happens in comparison

group.

Data Collection Procedure

Quickly describe whose permission will be sought and arrangements to make to

administer instruments. Describe when instruments will be administered and who will
administer them. Add details on arrangements and administration of instruments, if

needed.

Plan for Data Analysis

This section indicates how the data will be analyzed and reported; it should

specify the qualitative and/or quantitative methods that will be used in analyzing the data

gathered for the research.

<end of chapter and page>

Chapter 4

PRESENTATION AND ANALYSIS OF DATA

In reporting the results, the researcher stays close to the statistical findings

without drawing broader implications or meaning from them. Further, this section

includes summaries of the data rather than the raw data (e.g. the actual scores for

individuals). A results section include tables, figures, and detailed explanation about the

statistical results.

<Based on First Question in SOP>

Includes results and discussion relevant to the first question of the research or the

first variable of the study.

Re-conceptualized Framework

If some or all findings are different from expected, have a section on re-

conceptualized framework at the end of Chapter 4 and make a diagram of re-

conceptualized framework. Starting with text, cite figure (diagram) of re-conceptualized

framework. Explain changes vis-à-vis Conceptual Framework of the Study.

<end of chapter and page>

 Chapter 5

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations of the study.

Conclusions

The portion that gives meaning to your research and your results. The objective

of the Conclusion section is to examine the results, determine whether they solve the

research questions, compare them within themselves and to other results (from

literature), explain and interpret them, and then draw conclusions or derive

generalizations, and make recommendations for applying the results or for further

research.

Recommendations

Write recommendations for beneficiaries of results of study as cited in

Significance of the Study.

<end of chapter and page>

REFERENCES

Follow the APA 6th Edition style for referencing.

<end of page>

APPENDICES

<Attach all resources here>

RESEARCH TEMPLATE FOR INQUIRIES, INVESTIGATIONS AND IMMERSION
(For Grade 12)
 RUBRICS

A. For Research Proposal Paper

Qualities & Exemplary Good Acceptable Unacceptable Score

Criteria (10) (8) (6) (3)
Introduction The research The research The research The research
problem isvery problem is problem is problem is not clear
apparent to the somewhat apparent somewhat to the reader.
reader and has to the reader with apparent but does
sufficient literature support. not reveal any
conceptual connection with
backstop. existing literature.
Review of The ideas are The ideas are In general, the The ideas are not
Related arranged logically arranged logically ideas are not logically organized.
Literature and to support the to support the arranged logically, Frequently, ideas
Studies purpose. They flow purpose. They are although fail to make sense
smoothly from one usually clearly occasionally ideas together. Line of
to another and are linked to each fail to make sense reasoning not clear.
clearly linked to other. Line of together. Line of
each other. Line of reasoning is clear reasoning is fairly
reasoning is clear in most part. clear.
all thru out
Methodology Research design is Research design is Research design is Research design is
clearly explained; somewhat somewhat not clear; sampling
sampling of explained; sampling explained; of participants not
participants is of participants are sampling of described; source/s
adequately described; source/s participants are not of research
described; source/s of research described fully; instruments not
of research instruments source/s of recognized,
instruments recognized, research scoring, validation
recognized, scoring, validation instruments & reliability testing
scoring, validation & reliability testing recognized, not explained
& reliability testing was conducted. scoring, no
was conducted. evidence of
validation
&reliability testing.
Use of Compelling Professionally Although References are
References research from legitimate sources attributions are seldom cited to
professionally are generally occasionally given, support statements.
legitimate sources present and many statements
is given. Attribution attribution is, for the seem
is clear and fairly most part, clear and unsubstantiated.
represented. fairly represented. The reader is
confused about
source of
information and
ideas.
Total

B. For Full Research Paper

 Qualities & Exemplary Good Acceptable Unacceptable Score
Criteria (10) (8) (6) (3)
Introduction The research The research The research The research problem
problem isvery problem is problem is is not clear to the
apparent to the somewhat somewhat reader.
reader and has apparent to the apparent but does
sufficient conceptual reader with not reveal any
backstop. literature support. connection with
existing literature.
Review of The ideas are The ideas are In general, the The ideas are not
Related arranged logically to arranged logically ideas are not logically organized.
Literature and support the purpose. to support the arranged logically, Frequently, ideas fail
Studies They flow smoothly purpose. They although to make sense
from one to another are usually clearly occasionally ideas together. Line of
and are clearly linked linked to each fail to make sense reasoning not clear.
to each other. Line other. Line of together. Line of
of reasoning is clear reasoning is clear reasoning is fairly
all thru out in most part. clear.
Methodology Research design is Research design Research design Research design is
clearly explained; is somewhat is somewhat not clear; sampling of
sampling of explained; explained; participants not
participants is sampling of sampling of described; source/s of
adequately participants are participants are research instruments
described; source/s described; not described fully; not recognized,
of research source/s of source/s of scoring, validation &
instruments research research reliability testing not
recognized, scoring, instruments instruments explained
validation & reliability recognized, recognized,
testing was scoring, validation scoring, no
conducted. & reliability testing evidence of
was conducted. validation
&reliability testing.
Presentation, Balanced Information Information Analysis is vague or
Analysis and presentation of displays evidence displays evidence not evident. Reader
Interpretation relevant and of a basic analysis of a basic analysis is confused or may be
legitimate and interpretation and interpretation misinformed.
information that of data. Reader of data at times.
shows a thoughtful, gains some Reader gains few
in-depth analysis and insights. insights.
interpretation of data.
Reader gains
important insights.
Summary, The paper makes The paper makes The paper There is little to no
Conclusion precise conclusions some precise provides a evidence of synthesis
and based on the conclusions based conclusion of the information.
Recommendati findings. on the findings. vaguely supported Recommendations
on Recommendations Recommendations by findings. are not based on the
are based on the are based on Recommendations major findings and
major findings and some major are barely based conclusions.
conclusions. findings and on the major
conclusion. findings and
conclusions.
Use of Compelling research Professionally Although References are
References from professionally legitimate sources attributions are seldom cited to
 legitimate sources is are generally occasionally support statements.
given. Attribution is present and given, many
clear and fairly attribution is, for statements seem
represented. the most part, unsubstantiated.
clear and fairly The reader is
represented. confused about
source of
information and
ideas.
Total

C. For Assessing Research Advisee/s

Factors 1 2 3 4 Score
Consultation The advisee/s The advisee/s The advisee/s The advisee/s
consulted the consulted the consulted the consulted the
adviser only twice adviser at least 3 adviser at least adviser at least 5
during the term times during the 4 times during times during the
term the term term
Reliability and The advisee/s The advisee/s The advisee/s The advisee/s
Dependability rarely completed seldom occasionally always completed
what was required completed what completed what what was required
by the adviser in a was required by was required by by the adviser in a
timely manner the adviser in a the adviser in a timely manner
timely manner timely manner
Level of written Written Written The advisee/s The advisee/s
expression expression of expression of expressed expressed written
advisee/s was advisee/s lacked written ideas/concepts
unacceptable clarity and had ideas/concepts clearly without
some errors clearly but with errors
few errors
Response to The advisee/s did The advisee/s The advisee/s The advisee/s
suggestions and not follow the seldom followed was/were was/were very
feedback suggestions of the the suggestions receptive of the receptive of the
adviser. of the adviser. suggestions and suggestions and
feedback of the feedback of the
adviser but adviser and
delays promptly made
correction on corrections on the
the manuscript. manuscript
Overall rating I would not want I would like to I would like to I would like to have
to be the adviser have the have the said the said student/s
of the said student/s as my student/s as my as my advisee/s if
student/s if given advisee/s if no advisee/s but given another
another chance to one would take with chance to advise
advise them reservation. him/her/them.
 D. For Presentation

Criteria 4 3 2 1 Score
Technical aspects of presentation
Delivery Speaker adequately Speaker addresses Speaker does not Speaker cannot be
assesses and audience but address the heard; delivery is poor.
addresses the delivery is not audience rather
audience; delivery smooth their visual aids;
is well-paced. delivery is not
smooth
Word choice Correct grammar, Poor grammar but Grammar is Poor grammar and
concise, and presentation is appropriate but inarticulate
articulate concise and presentation is
presentation articulate inarticulate
Summary and Presentation Presentation Presentation No summary and/or
conclusions summarized and summarized and summarized but concluding remarkd
reinforced main reinforced main main points were
points; questions points, but not reinforced
presented in the questions presented
opening were in the opening were
adequately not adequately
addressed in the addressed
conclusions
Quality of Visual Aids
Effectiveness Visual aids Visual aids Visual aids Visual aids distract
enhance the verbal complement the neither add to or from the verbal
message verbal message distract from the message
verbal message
Simplicity and legibility Slides are Slides are cluttered, Slides are Slides distract from the
uncluttered, clear, but legible fonts cluttered and verbal message
concise with are used elligible
appropriate fonts
Scientific Content and Organization
Logic Presentation Presentation Presentation Presentation does not
follows a smooth, follows a does not follows follow a smooth and
logical progression somewhat logical a smooth and logical progression
from problem progression from logical from problem
statement, problem statement, progression from statement to
methodology to methodology to problem methodology to results,
results and results and statement to nor are conclusions
conclusions conclusions methodology to logical
results, but
conclusions are
logical
Significance and Significance of Significance is Significance of Significance of
relevance research to clear but not research is research is not
discipline is well related to discipline poorly defined addressed
stated
Response to defense Examination Examination Answers to Answers are incorrect
committee committee committee examination
questions are questions are committee
answered correctly, answered correctly, questions are
in a concise but with probing jumbled
manner